Understanding Children’s Accuracy in Recognizing Facial Expressions of Pain

Abstract

Facial expressions of pain have an adaptive function in informing others of the need of attention and care. The detection of these nonverbal cues is particularly important in children since they are not always capable of expressing their needs verbally. Nevertheless, research recurrently shows that distinguishing between genuine, suppressed, and simulated pain expressions produced by children is a difficult task for adults; even when their professions require such a skill (e.g. doctors or nurses). Only a few studies have explored the development of this specific ability amongst children’s peers. The current study aims to fill this literature gap by exploring children’s ability to recognize and judge genuine, simulated, and suppressed expressions of pain produced by other children their age. Seventy-nine children from kindergarten to fourth grade viewed videos in which children encoders expressed the three aforementioned types of pain while plunging their hand in cold or warm water. Participants were asked to select the type of pain that was expressed. They were also asked their level of confidence in their answer and the level of pain they thought the children were experiencing. Despite having a high level of confidence in their answers, kindergarteners had a significantly lower proportion of correct answers compared to children in third and fourth grade. Furthermore, regardless of their grade level, children were better at recognizing suppressed pain expressions and had lower performance rates for genuine pain recognition. Our overall findings revealed an improvement in children’s performance with aging.

Keywords:

• Pain expression recognition
• children
• cold pressor task
• development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Annie Roy-Charland

Annie Roy-Charland, Full Professor, École de psychologie, Université de Moncton.

Mylène Michaud

Mylène Michaud, Ph.D. student, École de psychologie, Université de Moncton.

Stéphanie Rowe

Stéphanie Rowe, Psy.D student, École de psychologie, Université de Moncton.

Mélanie Perron

Mélanie Perron, Associate Professor, Department of Psychology, Laurentian University.